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All Journal Jurnal Kreatif Tadulako Online KEMBARA ELS Journal on Interdisciplinary Studies in Humanities Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Mattawang: Jurnal Pengabdian Masyarakat PENGABDI: Jurnal Hasil Pengabdian Masyarakat Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Panrannuangku Jurnal Pengabdian Masyarakat
Andi Patmasari
Universitas Tadulako
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Journal : KEMBARA

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Needs analysis-based ESP course design for vocational high school students Abdul Kamaruddin; Nurul Fitria; Andi Patmasari
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 7 No. 2 (2021): Oktober
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v7i2.17591

Abstract

The objectives of this research were to find out: (1) the needs of accounting students in learning English at one of the vocational high schools in Donggala; and (2) the suitable English course design for vocational high school students. This research used a descriptive qualitative research method by involving twenty-two students majoring in accounting. The research instruments were google form questionnaires and phone interview that each instrument contained open-ended and close-ended questions. The data of this research were analyzed in four stages; namely coding, data reduction, data display, and drawing conclusions or interpretations. The researchers found that the needs of accounting students who participated in the research in learning English were in accordance with the teaching concepts of English for Specific Purposes. The language skill they needed the most was speaking. The students lacked vocabulary, pronunciation, and self-confidence to speak in English. In line with the students’ lack, the students would like their speaking skill to be developed. Based on the result of the students’ needs analysis, the researchers suggested a set of English course guidelines which consisted of four components. The first was the course rationale that covered target learners, course content, and course objectives. The second component was course materials related to accounting and about daily life. The third was teaching method and learning activities that most of the students preferred discussions and practices. The last component was assessment which consisted of a portfolio, journal, interview, observation, and self/peer assessment. The teacher could use one assessment only or more in one time for assessment based on the learning situation and the students’ needs.
The effect of IBL (inquiry-based learning) model on EFL students’ critical thinking skills Abdul Kamaruddin; Andi Patmasari; Agussatriana; Wararat Whanchit; Aminah Suriaman; Nadrun
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 9 No. 1 (2023): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v9i1.22766

Abstract

This research was conducted to discover whether the implementation of the IBL (Inquiry-Based Learning) model can improve EFL students’ critical thinking skills and to what extent the IBL model influences their critical thinking skills. This research implemented an explanatory research design. The sample was the students of the English Education Study Program who were taking the subject of Writing in Professional Context at one of the public universities in Central Sulawesi. The instruments used to collect data were tests and interviews. The data that were obtained in this research were analyzed quantitatively and qualitatively. The results show that the implementation of the IBL model is effective in improving the EFL students’ critical thinking skills. This achievement has to be supported by the implementation of a proper inquiry-based learning model. By implementing the IBL model, there is an increase in EFL students’ critical thinking skills in six aspects: interpretation, analysis, inference, evaluation, explanation, and self-regulation.
Co-Authors Abdul Kamaruddin Abdul Kamaruddin Agussatriana Ahmar, Ansari Saleh Aminah Suriaman Anggreni, Afrillia Anida Anida Arwansyah Arwansyah Azzajjad, Muhammad Fath Desrin Lebagi Dewi , Anjar Kusuma Dewi Satria Ahmar Ifriana Ifriana Julia Marfuah Kamaruddin, Abdul Maf’ulah, Maf’ulah Nadrun Nurul Fitria Oktaviani Oktaviani rofiqoh rofiqoh Rofiqoh Rofiqoh Sitti Rahmawati Sukmawati Wararat Whanchit